56 recherche sur le mot-clé 'preschoolers'

Adaptive function in preschoolers in relation to developmental delay and diagnosis of autism spectrum disorders: Insights from a clinical sample / Susan L. MILNE in Autism, 17-6 (November 2013)  

Public ISBD [article]  inAutism > 17-6 (November 2013) . - p.743-753 Titre : Adaptive function in preschoolers in relation to developmental delay and diagnosis of autism spectrum disorders: Insights from a clinical sample Type de document : texte imprimé Auteurs : Susan L. MILNE, Auteur ; Jenny L. MCDONALD, Auteur ; Elizabeth J. COMINO, Auteur Année de publication : 2013 Article en page(s) : p.743-753 Langues : Anglais (eng) Mots-clés : adaptive behaviour  Adaptive Behaviour Assessment System–Second Edition  autism  developmental disability  preschoolers Index. décimale : PER Périodiques Résumé : This study aims to explore the relationship between developmental ability, autism and adaptive skills in preschoolers. Adaptive function was assessed in 152 preschoolers with autism, with and without developmental delay, and without autism, with and without developmental delay. Their overall adaptive function, measured by the general adaptive composite on the Adaptive Behaviour Assessment System, was closely correlated to developmental ability as measured by the general quotient on the Griffith Mental Development Scales. Children with autism performed significantly less well on both scales. Domain scores discriminated between children with and without autism, with poorer performance on both the social and practical domain scores for children with autism, even when controlling for the effects of development. Children with average development, both with and without autism, had lower adaptive skills than expected for their developmental level. The importance of considering domain scores as well as the general adaptive composite when determining support needs is emphasised. En ligne : http://dx.doi.org/10.1177/1362361312453091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Adaptive function in preschoolers in relation to developmental delay and diagnosis of autism spectrum disorders: Insights from a clinical sample [texte imprimé] / Susan L. MILNE, Auteur ; Jenny L. MCDONALD, Auteur ; Elizabeth J. COMINO, Auteur . - 2013 . - p.743-753. Langues : Anglais (eng) in Autism > 17-6 (November 2013) . - p.743-753 Mots-clés : adaptive behaviour  Adaptive Behaviour Assessment System–Second Edition  autism  developmental disability  preschoolers Index. décimale : PER Périodiques Résumé : This study aims to explore the relationship between developmental ability, autism and adaptive skills in preschoolers. Adaptive function was assessed in 152 preschoolers with autism, with and without developmental delay, and without autism, with and without developmental delay. Their overall adaptive function, measured by the general adaptive composite on the Adaptive Behaviour Assessment System, was closely correlated to developmental ability as measured by the general quotient on the Griffith Mental Development Scales. Children with autism performed significantly less well on both scales. Domain scores discriminated between children with and without autism, with poorer performance on both the social and practical domain scores for children with autism, even when controlling for the effects of development. Children with average development, both with and without autism, had lower adaptive skills than expected for their developmental level. The importance of considering domain scores as well as the general adaptive composite when determining support needs is emphasised. En ligne : http://dx.doi.org/10.1177/1362361312453091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder / Dwight W. IRVIN in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Titre : Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder [texte imprimé] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L. ODOM, Auteur . - p.131-142. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Are ADHD trajectories shaped by the social environment? A longitudinal study of maternal influences  on the preschool origins of delay aversion / Kathy Kar-Man SHUM ; Johnny DOWNS ; Edmund J.S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 66-6 (June 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-6 (June 2025) . - p.892-905 Titre : Are ADHD trajectories shaped by the social environment? A longitudinal study of maternal influences  on the preschool origins of delay aversion Type de document : texte imprimé Auteurs : Kathy Kar-Man SHUM, Auteur ; Johnny DOWNS, Auteur ; Edmund J.S. SONUGA-BARKE, Auteur Article en page(s) : p.892-905 Langues : Anglais (eng) Mots-clés : ADHD  development  delay aversion  preschoolers  parenting  social factors Index. décimale : PER Périodiques Résumé : Background Attention-deficit/hyperactivity disorder (ADHD) is commonly attributed to neuro-cognitive deficits of genetic and/or prenatal/perinatal environmental origins. Sonuga-Barke proposed an alternative formulation, suggesting that ADHD behaviors are functional expressions of delay aversion a strong motivational disposition to avoid or escape negative affective states evoked by delay. It is hypothesized that the strength of this disposition, though neuro-biologically rooted, is exacerbated by early negative social interactions during waiting-related encounters. This paper reports findings from an initial proof-of-concept study that specifically tests this hypothesis in a nonclinical sample. Methods Preschoolers (n 112; mean age 46.2 months) and their parents from London, UK, and Hong Kong participated in a longitudinal study. The Parent?Child Delay Frustration Task (PC-DeFT) and two nonwaiting control tasks were administered at baseline. Children's performance, behavioral and emotional responses, and parents' reactions were observed. Teachers rated children's ADHD behaviors and delay aversion at baseline and follow-up (12 18 months later). Results At baseline, children's maladaptive performance and parental negative reactions during the PC-DeFT were correlated with each other and with teacher ratings of ADHD and delay aversion. Negative parental reactions during the PC-DeFT at baseline predicted an increase in teacher-rated ADHD behaviors at follow-up, but similar associations were not observed for baseline parental responses in the nonwaiting tasks. The increase in child ADHD symptoms associated with negative parental reactions at baseline was statistically mediated by delay aversion. These longitudinal effects were consistent across the UK and HK samples. Conclusions The findings provide the first evidence that parent's negative reactions to preschooler's attempts to manage delay are associated with increases in ADHD behaviors overtime, and linked to delay aversion increases. They underscore the potential significance of the early social environment as a contributor to developmental trajectory of ADHD behaviors. Future studies with clinical samples over an extended time-frame using a range of different aversive environments (i.e. difficult tasks to complete) are indicated. En ligne : https://doi.org/10.1111/jcpp.14103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556 [article] Are ADHD trajectories shaped by the social environment? A longitudinal study of maternal influences  on the preschool origins of delay aversion [texte imprimé] / Kathy Kar-Man SHUM, Auteur ; Johnny DOWNS, Auteur ; Edmund J.S. SONUGA-BARKE, Auteur . - p.892-905. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-6 (June 2025) . - p.892-905 Mots-clés : ADHD  development  delay aversion  preschoolers  parenting  social factors Index. décimale : PER Périodiques Résumé : Background Attention-deficit/hyperactivity disorder (ADHD) is commonly attributed to neuro-cognitive deficits of genetic and/or prenatal/perinatal environmental origins. Sonuga-Barke proposed an alternative formulation, suggesting that ADHD behaviors are functional expressions of delay aversion a strong motivational disposition to avoid or escape negative affective states evoked by delay. It is hypothesized that the strength of this disposition, though neuro-biologically rooted, is exacerbated by early negative social interactions during waiting-related encounters. This paper reports findings from an initial proof-of-concept study that specifically tests this hypothesis in a nonclinical sample. Methods Preschoolers (n 112; mean age 46.2 months) and their parents from London, UK, and Hong Kong participated in a longitudinal study. The Parent?Child Delay Frustration Task (PC-DeFT) and two nonwaiting control tasks were administered at baseline. Children's performance, behavioral and emotional responses, and parents' reactions were observed. Teachers rated children's ADHD behaviors and delay aversion at baseline and follow-up (12 18 months later). Results At baseline, children's maladaptive performance and parental negative reactions during the PC-DeFT were correlated with each other and with teacher ratings of ADHD and delay aversion. Negative parental reactions during the PC-DeFT at baseline predicted an increase in teacher-rated ADHD behaviors at follow-up, but similar associations were not observed for baseline parental responses in the nonwaiting tasks. The increase in child ADHD symptoms associated with negative parental reactions at baseline was statistically mediated by delay aversion. These longitudinal effects were consistent across the UK and HK samples. Conclusions The findings provide the first evidence that parent's negative reactions to preschooler's attempts to manage delay are associated with increases in ADHD behaviors overtime, and linked to delay aversion increases. They underscore the potential significance of the early social environment as a contributor to developmental trajectory of ADHD behaviors. Future studies with clinical samples over an extended time-frame using a range of different aversive environments (i.e. difficult tasks to complete) are indicated. En ligne : https://doi.org/10.1111/jcpp.14103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556

Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study / Alexis BEAUCHAMP-CHÂTEL in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.66-74 Titre : Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study Type de document : texte imprimé Auteurs : Alexis BEAUCHAMP-CHÂTEL, Auteur ; Valérie COURCHESNE, Auteur ; Baudouin FORGEOT D'ARC, Auteur ; Laurent MOTTRON, Auteur Article en page(s) : p.66-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Tantrums  Temper tantrums  Behavioral problems  Emotional problems  Preschoolers Index. décimale : PER Périodiques Résumé : Background While autistic temper tantrums during preschool age are a common challenging behavior, it is unknown whether they are qualitatively and quantitatively different from those arising in other neurodevelopmental conditions. Method Tantrum frequency, duration, triggering factors, behavioral components, parental responses and parental perception of their impact on functioning were collected in 48 autistic spectrum (AS) preschoolers and in 47 preschoolers with other neurodevelopmental conditions, aged from 2 to 5 years. Results The AS group had more frequent tantrums with no identifiable triggers, a higher proportion of tantrums triggered by communication problems and in the context of demands, and their parents were more likely to give in to their demands in response to tantrums. No other group differences in terms of frequency, duration, perceived impact, triggers, modulators and behaviors were found. Conclusion This study did not find an increased frequency of tantrums at a preschool age in youth with and without an AS diagnosis. Further research should now consider if autistic tantrums differ from that of typically developing peers. En ligne : https://doi.org/10.1016/j.rasd.2019.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Are tantrums in autism distinct from those of other childhood conditions? A comparative prevalence and naturalistic study [texte imprimé] / Alexis BEAUCHAMP-CHÂTEL, Auteur ; Valérie COURCHESNE, Auteur ; Baudouin FORGEOT D'ARC, Auteur ; Laurent MOTTRON, Auteur . - p.66-74. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.66-74 Mots-clés : Autism spectrum disorders  Tantrums  Temper tantrums  Behavioral problems  Emotional problems  Preschoolers Index. décimale : PER Périodiques Résumé : Background While autistic temper tantrums during preschool age are a common challenging behavior, it is unknown whether they are qualitatively and quantitatively different from those arising in other neurodevelopmental conditions. Method Tantrum frequency, duration, triggering factors, behavioral components, parental responses and parental perception of their impact on functioning were collected in 48 autistic spectrum (AS) preschoolers and in 47 preschoolers with other neurodevelopmental conditions, aged from 2 to 5 years. Results The AS group had more frequent tantrums with no identifiable triggers, a higher proportion of tantrums triggered by communication problems and in the context of demands, and their parents were more likely to give in to their demands in response to tantrums. No other group differences in terms of frequency, duration, perceived impact, triggers, modulators and behaviors were found. Conclusion This study did not find an increased frequency of tantrums at a preschool age in youth with and without an AS diagnosis. Further research should now consider if autistic tantrums differ from that of typically developing peers. En ligne : https://doi.org/10.1016/j.rasd.2019.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Autism spectrum disorder screening in Chinese-language preschools / Kathy Kar-Man SHUM in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.545-551 Titre : Autism spectrum disorder screening in Chinese-language preschools Type de document : texte imprimé Auteurs : Kathy Kar-Man SHUM, Auteur ; Rose Mui-Fong WONG, Auteur ; Angel Hoe-Chi AU, Auteur ; Terry Kit-Fong AU, Auteur Article en page(s) : p.545-551 Langues : Anglais (eng) Mots-clés : Chinese  Classroom Observation Scale  autism spectrum disorder  preschoolers  screening  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : The 13-item Classroom Observation Scale is an autism spectrum disorder screening tool for teachers and non-clinically trained observers to make real-time observation of children's peer interaction (or the lack thereof) in regular preschool classrooms. The Classroom Observation Scale was originally developed in English and validated with ethnically diverse preschoolers at English-speaking international schools serving families from middle to middle-upper socioeconomic backgrounds in Hong Kong. These private schools can usually afford a higher teacher-student ratio, which is not typical for most preschools. This study, therefore, investigated whether the Classroom Observation Scale is ecologically valid when used by Chinese teachers with teacher-student ratios typically found in less-resourced preschools. We found that the Classroom Observation Scale reliably helped observers with little or no clinical training-research assistants with just a few hours of Classroom Observation Scale training and preschool teachers with an hour of briefing-to identify children in their first year of Chinese-language preschool who were more likely than their peers to have autism spectrum disorder. Reliability estimates of Classroom Observation Scale-Teacher and Classroom Observation Scale-Researcher in this study were comparable to those for the original English Classroom Observation Scale. Our results provided further evidence on the versatility and ecological validity of the Classroom Observation Scale for use by preschool teachers and non-clinically trained observers in the early identification of children with autism spectrum disorder in community settings. En ligne : http://dx.doi.org/10.1177/13623613211039373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Autism spectrum disorder screening in Chinese-language preschools [texte imprimé] / Kathy Kar-Man SHUM, Auteur ; Rose Mui-Fong WONG, Auteur ; Angel Hoe-Chi AU, Auteur ; Terry Kit-Fong AU, Auteur . - p.545-551. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.545-551 Mots-clés : Chinese  Classroom Observation Scale  autism spectrum disorder  preschoolers  screening  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : The 13-item Classroom Observation Scale is an autism spectrum disorder screening tool for teachers and non-clinically trained observers to make real-time observation of children's peer interaction (or the lack thereof) in regular preschool classrooms. The Classroom Observation Scale was originally developed in English and validated with ethnically diverse preschoolers at English-speaking international schools serving families from middle to middle-upper socioeconomic backgrounds in Hong Kong. These private schools can usually afford a higher teacher-student ratio, which is not typical for most preschools. This study, therefore, investigated whether the Classroom Observation Scale is ecologically valid when used by Chinese teachers with teacher-student ratios typically found in less-resourced preschools. We found that the Classroom Observation Scale reliably helped observers with little or no clinical training-research assistants with just a few hours of Classroom Observation Scale training and preschool teachers with an hour of briefing-to identify children in their first year of Chinese-language preschool who were more likely than their peers to have autism spectrum disorder. Reliability estimates of Classroom Observation Scale-Teacher and Classroom Observation Scale-Researcher in this study were comparable to those for the original English Classroom Observation Scale. Our results provided further evidence on the versatility and ecological validity of the Classroom Observation Scale for use by preschool teachers and non-clinically trained observers in the early identification of children with autism spectrum disorder in community settings. En ligne : http://dx.doi.org/10.1177/13623613211039373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Basal ganglia morphometry and repetitive behavior in young children with autism spectrum disorder / Annette ESTES in Autism Research, 4-3 (June 2011)  

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Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder / Jennie Ying Tung LO in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

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Child and family factors associated with the use of services for preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

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Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom / Dwight W. IRVIN in Autism, 19-2 (February 2015)  

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Childhood peer network characteristics: genetic influences and links with early mental health trajectories / Eszter SZEKELY in Journal of Child Psychology and Psychiatry, 57-6 (June 2016)  

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